Mashael Hasan Alamrani, Kamila Ahmad Alammar1, Sarah Saad Alqahtani2, Olfat A Salem3. 1. MSN, RN, Nurse Educator, Nursing Education Adminstration, King Fahad Medical City, Saudi Arabia. 2. BSN, RN, Clinical Instructor, Nursing Education Department, AlAmal Complex for Mental Health, and Master's Student, College of Nursing, King Saud University, Saudi Arabia. 3. PhD, Associated Professor, Nursing Administration and Education Department, College of Nursing, King Saudi University, Saudi Arabia, and Faculty of Nursing, Nursing Administration Department, Menoufiya University, Egypt.
Abstract
BACKGROUND:Critical thinking and self-confidence are imperative to success in clinical practice. Educators should use teaching strategies that will help students enhance their critical thinking and self-confidence in complex content such as electrocardiogram interpretation. Therefore, teaching electrocardiogram interpretation to students is important for nurse educators. PURPOSE: This study compares the effect of simulation-based and traditional teaching methods on the critical thinking and self-confidence of students during electrocardiogram interpretation sessions. METHODS:Thirty undergraduate nursing students volunteered to participate in this study. The participants were divided into intervention and control groups, which were taught respectively using the simulation-based and traditional teaching programs. All of the participants were asked to complete the study instrumentpretest and posttest to measure their critical thinking and self-confidence. RESULTS: Improvement was observed in the control and experimental groups with respect to critical thinking and self-confidence, as evidenced by the results of the paired samples t test and the Wilcoxon signed-rank test (p < .05). However, the independent t test and Mann-Whitney U test indicate that the difference between the two groups was not significant (p > .05). CONCLUSIONS/IMPLICATIONS FOR PRACTICE: This study evaluated an innovative simulation-based teaching method for nurses. No significant differences in outcomes were identified between the simulator-based and traditional teaching methods, indicating that well-implemented educational programs that use either teaching method effectively promote critical thinking and self-confidence in nursing students. Nurse educators are encouraged to design educational plans with clear objectives to improve the critical thinking and self-confidence of their students. Future research should compare the effects of several teaching sessions using each method in a larger sample.
RCT Entities:
BACKGROUND: Critical thinking and self-confidence are imperative to success in clinical practice. Educators should use teaching strategies that will help students enhance their critical thinking and self-confidence in complex content such as electrocardiogram interpretation. Therefore, teaching electrocardiogram interpretation to students is important for nurse educators. PURPOSE: This study compares the effect of simulation-based and traditional teaching methods on the critical thinking and self-confidence of students during electrocardiogram interpretation sessions. METHODS: Thirty undergraduate nursing students volunteered to participate in this study. The participants were divided into intervention and control groups, which were taught respectively using the simulation-based and traditional teaching programs. All of the participants were asked to complete the study instrumentpretest and posttest to measure their critical thinking and self-confidence. RESULTS: Improvement was observed in the control and experimental groups with respect to critical thinking and self-confidence, as evidenced by the results of the paired samples t test and the Wilcoxon signed-rank test (p < .05). However, the independent t test and Mann-Whitney U test indicate that the difference between the two groups was not significant (p > .05). CONCLUSIONS/IMPLICATIONS FOR PRACTICE: This study evaluated an innovative simulation-based teaching method for nurses. No significant differences in outcomes were identified between the simulator-based and traditional teaching methods, indicating that well-implemented educational programs that use either teaching method effectively promote critical thinking and self-confidence in nursing students. Nurse educators are encouraged to design educational plans with clear objectives to improve the critical thinking and self-confidence of their students. Future research should compare the effects of several teaching sessions using each method in a larger sample.
Authors: Sitah Alshutwi; Fatmah Alsharif; Faygah Shibily; Almutairi Wedad M; Monir M Almotairy; Maram Algabbashi Journal: Int J Environ Res Public Health Date: 2022-02-15 Impact factor: 3.390
Authors: I Zaragoza-García; I Ortuño-Soriano; P Posada-Moreno; R Sánchez-Gómez; M Raurell-Torredà Journal: Clin Simul Nurs Date: 2021-07-28 Impact factor: 2.391